scholarly journals Socio-scientific inquiry-based learning: An approach for engaging with the 2030 Sustainable Development Goals through school science

2019 ◽  
Vol 11 (1) ◽  
pp. 29-49 ◽  
Author(s):  
Ruth I.J. Amos ◽  
Ralph Levinson
Keyword(s):  
Sustainable Development ◽  
Science Teachers ◽  
Scientific Inquiry ◽  
Sustainable Development Goals ◽  
Science Curriculum ◽  
School Science ◽  
Inquiry Based Learning ◽  
Research And Innovation ◽  
Personal Action ◽  
Development Goals

Socio-scientific inquiry-based learning (SSIBL) incorporates the European Commission's approach to Responsible Research and Innovation (RRI). These relationships are elaborated into a pedagogic model encouraging young people to ask real-world questions that interest them, collect evidence to answer the questions and, as a result, to take personal action on their findings. After depicting a pedagogic model for SSIBL, we identify the opportunities for pre-service science teachers (PSTs) adopting a SSIBL approach. We detail SSIBL activity designs that aim to engage students in learning about the 2030 Sustainable Development Goals. The findings show the prerequisite of using the science curriculum to facilitate SSIBL within the Sustainable Development Goals (SDGs). We suggest a SSIBL approach would benefit from co-designed frameworks involving the collaboration of cross-disciplinary groups of teachers, through reflection and enactment on previous SSIBL activities. SSIBL enables practitioners to establish engaging contexts for science knowledge development, as well as to become more informed citizens.

scholarly journals Challenges and Prospects of Applying the Paradigm of Sustainable Development to the Eastern Europe Economy

2021 ◽  
Vol 17 ◽  
pp. 929-940
Author(s):  
Tetiana Kulinich ◽  
Nataliа Yakimenko-Tereschenko ◽  
Alla Melnyk ◽  
Alla Vasina ◽  
Viktoriia Adamyk
Keyword(s):  
Sustainable Development ◽  
Eastern Europe ◽  
Sustainable Development Goals ◽  
European Countries ◽  
Eastern European ◽  
Low Carbon ◽  
Low Carbon Economy ◽  
Research And Innovation ◽  
Development Goals ◽  
Eastern European Countries

The paradigm of sustainable development for the economy of Eastern Europe needs detailed research challenges and prospects in Global Sustainable Development Goals implementation by 2030. The main section of the study shows the results determining the position of Eastern European countries on the levels of implementation of the sustainable development concept. The purpose of the study is to analyze existing one’s challenges and prospects of applying the paradigm of sustainable development to the economy of Eastern Europe, by evaluated using a synthetic indicator of development, SDG Index and Spillover Index, to obtain and promote the goals of sustainable development. Research methods: comparative analysis; statistical analysis; systematization, generalization. Over the analyzed period, the situation of all Eastern European countries has improved due to the gradual implementation of sustainable development goals. However, the current situation is not beneficial in Eastern European countries, but the some of them (for example Slovenia and Czech Republic) are very close to completing this status. During analyzed period, a reasonable situation was observed in Estonia, Hungary, Slovakia, Poland, Lithuania, Latvia and Croatia. Despite the significant progress Bulgaria and Romania continue to exist at a disadvantage. The most popular in Eastern Europe are financial resources to support small and medium-sized companies, research and innovation, and a low-carbon economy. As a result of the research, it was found that this analysis can provide further motivation and incentives for appropriate action by Eastern European countries to address existing calls. In Eastern Europe, sustainable development should be seen as a goal of development, no less important, namely to reduce contrasts in the quality of life of the population compared to Western European countries.

scholarly journals City footprints and SDGs provide untapped potential for assessing city sustainability

2021 ◽  
Vol 12 (1) ◽  
Author(s):  
Thomas Wiedmann ◽  
Cameron Allen
Keyword(s):  
Sustainable Development ◽  
Human Development ◽  
Scientific Inquiry ◽  
Sustainable Development Goals ◽  
Review Literature ◽  
Sustainable Cities ◽  
Planetary Boundaries ◽  
The Sustainable Development ◽  
Development Goals

AbstractCities are recognised as central to determining the sustainability of human development. However, assessment concepts that are able to ascertain whether or not a city is sustainable are only just emerging. Here we review literature since the Sustainable Development Goals (SDGs) were agreed in 2015 and identify three strands of scientific inquiry and practice in assessing city sustainability. We find that further integration is needed. SDG monitoring and assessment of cities should take advantage of both consumption-based (footprint) accounting and benchmarking against planetary boundaries and social thresholds in order to achieve greater relevance for designing sustainable cities and urban lifestyles.

scholarly journals The 2030 Agenda for Sustainable Development: How to Get Students Involved?

2018 ◽  
Vol 5 (4) ◽  
pp. 358
Author(s):  
Lucila Giammatteo ◽  
Adolfo Obaya Valdivia
Keyword(s):  
High School ◽  
Sustainable Development ◽  
Scientific Method ◽  
Sustainable Development Goals ◽  
Scientific Writing ◽  
Global Citizen ◽  
Inquiry Based Learning ◽  
2030 Agenda ◽  
Development Goals

<p><em>This paper shows a novel way to work with the UN</em><em>’</em><em>s Agenda for the 2030 Sustainable Development Goals, implementing a project based approach in a chemistry high-school course. The integration of inquiry-based learning, as well as the project based strategies, allowed students to develop multicultural skills that are crucial for becoming a global citizen. What is more, it provided the opportunity to integrate the scientific method and improve scientific writing by submitting a paper at the end of the project.</em></p>

scholarly journals Desain kurikulum mikro sustainable development goals di sekolah menengah pertama

2021 ◽  
Vol 7 (1) ◽  
pp. 38
Author(s):  
Annisa Fitri ◽  
Rudi Susilana
Keyword(s):  
Sustainable Development ◽  
Science Teachers ◽  
Sustainable Development Goals ◽  
Development Indicators ◽  
Sustainable Development Indicators ◽  
Learning Evaluation ◽  
Development Goals ◽  
Content Design ◽  
Further Development ◽  
Teacher's Perception

The implementation of values of sustainable development is an important requirement to prepare future generations.Seeing these needs, it is necessary to design a micro curriculum on sustainable development values. Researchers analyzed the perceptions of 241 science teachers in West Java about the urgency of SD (Sustainable Development) indicators into content that students must learn. The topic of waste pollution and renewable energy are the chosen materials to be studied. Teacher's perception of the urgency of the material indicators can be said to be homogeneous. After that, the researcher made a content design for implementing this curriculum. Three validators who are experienced science teachers provide a constructive evaluation of the content and learning evaluation components.Learning evaluation is expected to be varied by including non-test components to achieve SD competence which emphasizes psychomotor and affective aspects.This curriculum content design already has goals that are in accordance with the expected sustainable development competencies, but the material content and evaluation components need further development.

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